Shared Reading

Before Reading

State purpose and benefits of lesson

Introduce text

Students make predictions based on genre, author, title, and topic of text

Review old reading strategies and other prior knowledge

During Reading

Initially,

Read text with class

Stop reading and have students confirm/correct predictions

Then,

Return to analyze relevant portions of text

Teach and model important reading behaviours and strategies (e.g. rereading, making connections, inferring, summarizing)

After Reading

Have students respond to text through discussions and making connections to prior learning, personal experience, community and the world

Make connections between new behaviours and strategies and students' independent reading

Link to writer's craft in preparation for future writing lessons

• strategies to support comprehension
• critical-literacy skills
• text features
• phrasing, fluency, and intonation
• word-solving strategies
• reading and writing connections
• questioning the text
• personal responses

At, or slightly above student level

Short enough for students to examine critically (e.g. short stories, excerpts, newspaper articles, poetry, etc.)

Must be visible to students (e.g. on a projector)

Teacher reads text with students joining in, or students read passages orally or silently with support from the teacher

Group and paired up readings, followed by reflection for students to practice new reading strategies

Text can be used for days depending on complexity

Students informed of assessment throughout lessons